The Studies about Phonological Deficit Theory in Children with Developmental Dyslexia: Review

Abstract

Problem statement: Developmental Dyslexia (DD) or Reading Disability (RD) that was part of a larger heterogeneous group of learning di sorders and characterized by unexpected problems in academic performance, despite average intelligence. Approach: Current opinions on the biological basis of dyslexia pointed to problems with phonolog ical processing deficits with resulting poor phonemic awareness. Though there was much support for this hypothesis in the scientific literature, there remained an ongoing debate as to whether the core deficit was in fact a more general information processing problem that involves phonological aware ness, phonological short-term memory, phonological re/de-coding (Rapid Automatized Naming, RAN). Results: Also double deficit hypothesis proposed that the dyslexic children impa ired in word-identification accuracy or exhibiting slowly word decoding profile. Conclusion/Recommendations: The aim of this review was to present some of the most exciting researches on DD in the d omains of phonological deficit theory that those will help future studies to follow.